Exercise 3: Teaching Reading

anticipation guide

Read each statement below. Respond in the left column whether you agree (A) or disagree (D) with each statement. Think about why you agree or disagree, and be prepared to share.

collaborative/strategic reading learning logs

Before reading: brainstorm/predict; During reading: What is the gist?; After reading: ?s about main ideas and what you learned

concept sorts

Used to introduce students to the vocabulary. Teachers provide students with a list of terms or concepts from reading material. Students place words into different categories based on each word's meaning. Categories can be defined by the teacher or by the students. When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students' understanding of the concepts presented.

first lines

first line-prediction-explanation-revision

Frayer Model

Word/concept in middle surrounded by definitions, facts, examples, and non-examples

list-group-label

list words, group them by similarities, label

listen-read-discuss

During the first stage, students listen as you present the content of their reading through a lecture, often paired with a graphic organizer. Next, students read the text and compare what they learned during the lecture to their understanding of reading the text on their own. Finally, students discuss their understanding of the text with other students in their small group or large group.

mneumonics

This technique connects new learning to prior knowledge through the use of visual and/or acoustic cues. The basic types of mnemonic strategies rely on the use of key words, rhyming words, or acronyms.

peer-assisted learning strategy

Teachers carefully partner a student with a classmate. The pair works on various activities that address the academic needs of both students.

possible sentences

Look at the vocabulary words your teacher provided. As a group, define the words, and then select pairs of related words from the list. Write your word pairs on the lines below. Write a sentence that might appear in the text you're about to read for each of the word pairs given what you know about the subject area and the title.After you read, come back and review your possible sentences. Sentences that are not accurate should be revised

think-alouds

Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension.

think-pair-share

This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates.

concept map

Most are comprised of words or phrases surrounded by a circle or square that connect to one another and ultimately back to the main idea through graphic lines. These lines help students to "negotiate meaning" (Hyerle, 1996) as they read and make the meaning connections between the main idea and other information.

directed reading thinking activity

guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions.

double entry journals

from the text/student's thoughts

inferential reading

This technique is derived from the teaching model that learners develop knowledge via the process of interpreting new information in light of past experiences and rethinking past knowledge based on new information.

inquiry chart

Students integrate prior knowledge or thoughts about the topic with additional information found in several sources

jigsaw

Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team.

monitoring/clarifying

Stop and think about what you have already read.Reread.Adjust your reading rate: slow down or speed up.Try to connect the text to something you read in another book, what you know about the world, or to something you have experienced.Visualize.Reflect on what you have read.Use print conventions (key words, bold print, italicized words, and punctuation).Notice patterns in the text structure.

paired reading

Students are divided into pairs and read along together or take turns reading aloud to each other.

paragraph shrinking

allows each student to take turns reading, pausing, and summarizing the main points of each paragraph

partner reading

teachers carefully partner a student with a classmate. The Partner Reading strategy allows students to take turns reading and provide each other with feedback as a way to monitor comprehension.

power notes

Power Notes help visually display the differences between main ideas and supportive information in outline form. Main ideas or categories are assigned a power 1 rating. Details and examples are assigned power 2s, 3s, or 4s.

reading guides

Teachers then write items designed to guide readers through the major ideas and supporting details of the text. Guides may be phrased as statements or as questions.

reciprocal teaching

asks students and teachers to share the role of teacher by allowing both to lead the discussion about a given reading. Reciprocal Teaching involves four strategies that guide the discussion: predicting, question generating, summarizing and clarifying.

seed discussions

In the first part, students read selected text and identify "seeds" or key concepts of a passage which may need additional explanation. In the second part, students work in small groups to present their "seeds" to one another.

selective highlighting

students to highlight/underline ONLY the key words, phrases, vocabulary, and ideas that are central to understanding the reading.

semantic feature analysis

engages students in reading assignments by asking them to relate selected vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is related to one another.

story maps

This technique uses visual representations to help students organize important elements of a story.

structured notetaking

Using graphic organizers specific to a particular text, structured notes assist students in understanding the content of their reading.Initially teachers create the graphic organizers, but as students become

SQ3R

Survey: Students review the text to gain initial meaning from the headings, bolded text, and charts.Question: Students begin to generate questions about their reading from previewing it.Read: As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus students' reading.Recite: As students move through the text they should recite or rehearse the answers to their questions and make notes about their answer for later studying.Review: After reading, students should review the text to answer lingering questions and recite the questions they previously answered.

text structure

This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic.

word hunts

Teachers ask students to look for words and patterns in reading materials based upon selected features. Word Hunts focus on the structure and meaning of words by turning students' attention to spelling patterns and root words.

exit slips

requires students to write responses to questions you pose at the end of class. Exit Slips help students reflect on what they have learned and express what or how they are thinking about the new information.

frame routine

his technique includes a basic hierarchic graphic organizer called a "Frame" that can be used to help students think and talk about the key topic and essential related information.

question the author

QtA lets students critique the author's writing and in doing so engage with the text to create a deeper meaning.

question-answer relationship

QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them. Four types of questions are examined in the QAR.They include:Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text.Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

RAFT writing

Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?Audience: To whom are you writing? A political rally? A potential employer?Format: In what format are you writing? A letter? An advertisement? A speech?Topic: What are you writing about?

summarizing

It is a technique that enables students to focus on key words and phrases of an assigned text that are worth noting and remembering.

reading weaknesses

Monotone reading, speed reading, and disfluent reading are all indicators that students are not doing any of the "during" reading strategies. No metacognition is going onDropping word endings or subbing words they know for what they are trying decode would need remediation of their decoding skills...i always use a multisensory approach for this

reading strategies

They read it, spell it with tiles or letter cards, write it on paper and spell it out loud. It should start with the new sound, followed by words, phrases, and then sentences. The small bites must also use each "sense" in order for them to retain. Multisensory approaches work extremely well with students diagnosed with dyslexia and speech/language disorders.